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Full-Text Articles in Education
Mathematical Creativity For The Youngest School Children. Kindergarten To Third Grade Teachers’ Interpretations Of What It Is And How To Promote It., Yinjing Shen, Carolyn P. Edwards
Mathematical Creativity For The Youngest School Children. Kindergarten To Third Grade Teachers’ Interpretations Of What It Is And How To Promote It., Yinjing Shen, Carolyn P. Edwards
Department of Child, Youth, and Family Studies: Faculty Publications
Creativity is important for young children learning mathematics. However, much literature has claimed creativity in the learning of mathematics for young children is not adequately supported by teachers in the classroom due to such reasons as teachers’ poor college preparation in mathematics content knowledge, teachers’ negativity toward creative students, teachers’ occupational pressure, and low quality curriculum. The purpose of this grounded theory study was to generate a model that describes explains how a particular group of early childhood teachers make sense of creativity in the learning of mathematics and how they think they can promote or fail to promote creativity …
Elementary School Teachers' Interpretation And Promotion Of Creativity In The Learning Of Mathematics: A Grounded Theory Study, Yinjing Shen
Elementary School Teachers' Interpretation And Promotion Of Creativity In The Learning Of Mathematics: A Grounded Theory Study, Yinjing Shen
College of Education and Human Sciences: Dissertations, Theses, and Student Research
Creativity is important for young children learning mathematics. Comparing the investment theory of creativity and national standards and principles for early mathematics shows that doing mathematics is more than applying rules and procedures; rather, learning mathematics takes a lot of creativity. However, much literature claimed that creativity for young children in the learning of mathematics was not adequately supported by teachers in the classroom due to teachers’ poor college preparation in mathematics content knowledge, teachers’ negativity towards creative students, teachers’ occupational pressure, low quality curriculum, and the like. The purpose of this grounded theory study was to generate a model …
A Case Study Of The Mathematical Learning Of Two Teachers Acquiring Mathematical Knowledge For Teaching, David R. Hartman
A Case Study Of The Mathematical Learning Of Two Teachers Acquiring Mathematical Knowledge For Teaching, David R. Hartman
College of Education and Human Sciences: Dissertations, Theses, and Student Research
This study offers an analysis of the learning of practicing teachers as they acquire a deeper knowledge of mathematics. While some professional developers have shifted part of their focus to helping practicing teachers acquire a deeper knowledge of mathematics (e.g., Stein & Silver, 1996), the results from studies often describe what translates from the professional development experience into classroom practice and measureable gains in student achievement (e.g., Desimone et al., 2002). Studies showing improvements in pedagogy and student learning are important. However, studying what teachers are learning and how they learn is important in developing understanding of the content and …